Similar Items: Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools
- Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment
- Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes
- Integrating intelligent tutoring systems for differentiated learning in inclusive classrooms
- Perceptions of best practices for teaching literacy to Foundation Phase learners with blindness
- Challenges of foundation phase teachers to include Learners with learning difficulties in a mainstream school
- A journal content analysis of the concept of inclusion in Inclusive education
Author: Thuketana, Nkhensani Susan
- Perceptions of Foundation Phase mainstream school teachers regarding differentiated assessment
- The dynamics of parent - educator relationships on learner academic performance in the foundation phase
- A comparative study of teacher-parent relationships in foundation phase quintile one and quintile five schools
- Exploring a mother's lived-experiences of inclusion of her child with ADHD
- Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools
- Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes